The Impact of Competency-Based Curriculum in Enhancing Learning Outcomes: A Study of Rwandan Secondary Schools

Abstract

The Competency-Based Curriculum (CBC) has proven to be an innovative and promising educational system in Rwanda, equipping learners with the ability to enter the global market. This study examines the impact of Rwanda’s Competency-Based Curriculum (CBC) in enhancing teaching, learning, and assessment in secondary schools. Guided by constructivism and Bandura’s social learning theory, the research emphasizes learner-centered and collaborative approaches as the foundation of CBC. Using a mixed-methods design, data were collected from 100 teachers through questionnaires and from four students and four senior teachers through interviews across three districts. Quantitative findings from regression analysis show that learner-centered methods strongly predict improved outcomes (β = 1.224, p < .001), while connections to real-life applications (β = .212, p < .001) and teamwork (β = .165, p < .001) also significantly enhance learning. Qualitative evidence supports these results, highlighting gains in critical thinking, problem-solving, and participation, though challenges remain regarding limited teacher training and resource constraints, especially in rural schools. The study concludes that CBC fosters active engagement and practical competencies but requires stronger investment in professional development, equitable resource distribution, and digital access to maximize its potential. Recommendations call for sustained teacher capacity-building, integration of creativity and inclusiveness into practice, and targeted policies to address rural-urban disparities in CBC implementation.